Understanding our student learners: A phenomenographic study revealing the ways that undergraduate women at Mills College understand using information

Abstract

Purpose

This research project aims to provide an understanding of Mills College undergraduate students' experience of using information, which Mills librarians can use to develop effective information literacy instructional pedagogy.

Design/methodology/approach

Using a phenomenographic methodology, 18 undergraduate students at Mills College in Oakland, California, were interviewed and the transcripts were analyzed to reveal the ways that undergraduates experience using information.

Findings

Four distinct ways that Mills undergraduates experience information use are revealed in the paper.

Research limitations/implications

The results of this research project share similarities with other phenomenographic research, supporting the phenomenographic premise that there are a limited number of ways that a phenomenon is experienced.

Practical implications

Knowing the four ways that undergraduates experience using information provides Mills librarians with the necessary tools to develop effective learner‐centered instruction.

Originality/value

Knowing the ways that Mills undergraduates understand information use is the first step to designing an effective learner‐centered pedagogy that holds tremendous potential for teaching students to use information meaningfully to learn and accomplish goals.

Citation

Maybee, C. (2007), "Understanding our student learners: A phenomenographic study revealing the ways that undergraduate women at Mills College understand using information", Reference Services Review, Vol. 35 No. 3, pp. 452-462. https://doi.org/10.1108/00907320710774319